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Re-engagement Lessons Coaching Workshops December 9, 2008 OSPI.

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Presentation on theme: "Re-engagement Lessons Coaching Workshops December 9, 2008 OSPI."— Presentation transcript:

1 Re-engagement Lessons Coaching Workshops December 9, 2008 OSPI

2 The process of studying student work is a meaningful and challenging way to be data-driven, to reflect critically on our instructional practices, and to identify the research we might study to help us think more deeply and carefully about the challenges our students provide us. Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making. Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students. Annenberg Institute of School Reform

3 Educational Research: Formative Assessment and Student Work to Inform Instruction Assessing Student Outcomes; Marzano, Pickering, McTighe Inside the Black Box; Black,Wiliams Understanding by Design; Wiggins, McTighe Results Now; Schmoker Professional Learning Communities at Work; Dufour, Eaker Accountability for Learning; Reeves Math Talk Learning Community; Fuson, et al Normalizing Problems of Practice; Little, Horn Change the Terms for Teacher Learning; Fullan Working toward a continuum of professional development; Loucks-Horsley, et al.

4 Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Formative Assessment Cycle

5 The Results from an Assessment XX X X X X X X X X X X X X X X X X X X X X X X X X X 023456789101 Students performances are across the continuum

6 Traditionally Teachers Choose One of Three Options Go back and re-teach the topic with the entire class. Identify the students needing remediation and find some time/opportunity to re-teach the topic while the rest of the class continues on. Feeling the pressure of the over packed curriculum the teacher ventures on to the next topic.

7 Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Formative Assessment Cycle MARS Tasks Scoring and Student Works Protocols Tools for Teachers and Professional Development Re-engagement Lessons

8 The Need for Multiple Measures WYTIWYG What You Test Is What You Get!

9 The MAC/MARS Math Performance Assessments The Mathematics Assessment Resource Service (MARS) is an NSF funded collaboration between U.C. Berkeley, Michigan State and the Shell Centre in Nottingham England. The Assessments target grades 2- Geometry and are aligned with the State and NCTM National Math Standards.

10 Dimensions of Balance Mathematical Content Process Dimension: Modeling and Formulating, Transforming and Manipulating, Inferring and Drawing conclusions, Checking and Evaluating, Reporting Task Type: Non-routine, design, plan, evaluate and make a recommendation, review and critique, representation of information, technical exercise, definition of concepts Openness Reasoning Length

11 Task Design Entry level (access into task) Core Mathematics - (meeting standards) Ramp Up (conceptually deeper, beyond) EntryCoreRamp

12 Link Assessment and Learning Assessment should be an integral part of teaching. It is the mechanism whereby teachers can learn how students think about mathematics as well as what students are able to accomplish. Everybody Counts

13 Cycle of Formative Assessment to Inform and Improve Learning Leads to improved teaching and learning in the classroom Administer quality assessment tasks Collectively score and analyze student work Document student thinking to inform instruction. Drives the professional development experiences of the teachers.

14 Re-engagement Video Clip Fran Dickenson, San Carlos Charter School Stacy Emory, San Carlos Charter School Margie Trainer, Math Coach

15 Re-engagement Happens Live The heart of the process is in the discussion, controversy, and convincing of the big mathematical ideas. This is where students have the opportunity to clarify their own thinking, confront their misconceptions to see the errors in logic, use mathematical vocabulary for a purpose, and make generalizations and connections.

16 Re-engagement Has all students re-work task from different perspectives. Confronts misconceptions, so that they can be dealt with and let go. Gives some students strategies for solving problem Helps other students solidify and clarify their ideas.


18 Re-Engagement Lessons #2

19 Re-engagement Video Clip Antoinette Villarin, JESD Patty Ferrant, JESD Suzanne McSpadden, Math Coach

20 The design of a MARS task Access Core Ramp

21 Framing the Video As you watch this video, look for evidence of GOOD CLASSROOM PRACTICE.

22 Re-engagement Video Clip Hillary Lewis-Wolfsen, FUSD Carolyn Dobson, BUSD Linda Fisher, MAC Director

23 Reflection and Quick Write What is your role in making GOOD CLASSROOM PRACTICE happen? Individual time Pair/Share

24 Opportunity to Analyze Student Work


26 4. In how many years will Jan be twice as old as Will? _______years Explain how you figured it out. __________________________________________ Sample MARS Tasks Access Core Ramp

27 Prepare to Design a Re-engagement Lesson Do the task and consider the math Consider how the students might approach the math, where and how would the be successful, what challenges or misconception may arise? Look through the student work. Categorize solution strategies, approaches and where students struggled. What is the story of the task? Use the Math Toolkit to compare your findings with history of the tasks.

28 Design a Re-engagement Lesson What are the foundational concepts that need to be solidified? What examples of student work or errors could be presented? What approaches or strategies are unique or present a reasoning dilemma? What student work might be shared? What conceptual ideas do you want students to learn or connect? What student work would engage the students and invite high cognition.

29 Create a Poster Detail your re-engagement lesson plan.

30 Assessment SummativeFormative Benchmarks Interim Formative meaning during instruction to inform instruction Tests Quizzes Assignments To inform instruction Assessments to Rank, Certify, or Grade. High-Stakes Tests State Tests HS Exit Exams SAT, ACT Norm-Reference Final Exams Students comments, explanations, questions and/or work in class Unit/Chapter Tests Benchmark Tests Semester/Quarter Tests Computer-based exams

31 "Everything that can be counted does not necessarily count; everything that counts can not necessarily be counted." - Albert Einstein A Need for Formative Data

32 Educational Interventions InterventionExtra months of learning per year Classroom cost per year Class-size reduction (from 20 to 30) 3 $30,000 Increase teacher content knowledge (2 sd) 1.5 Unknown Formative Assessment 6 to 9 $3,000 Black & Wiliams

33 Formative Assessment is: Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-Minute and day to day Dylan Wiliams, University of London

34 Effective Formative Assessment Strategies Clarifying learning intentions and sharing criteria for success Engineering effective classroom discussions. Providing feedback that moves learners forward. Activating students as the owners of their own learning. Activating students as instructional resources for one another. Dylan Wiliams, University of London

35 Design of the Performance Assessments Aligned with the NCTM Standards Five tasks: touching each of the major strands or Core Ideas for that grade level Geometry, Algebraic Thinking, Number and Operations, Data and Statistics, and one other depending on the grade level Designed to hit areas of instructional emphasis rather than the edges Look at different dimensions of learning key to understanding mathematics

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